Abstract
The current single teaching and assessing modes of English as a foreign language (EFL) grammar in China have caused the disconnect between grammar knowledge and competency with numerous errors in essay writing, somehow ignoring the analysis of learners thinking patterns. To solve the problem, computational thinking (CT), a higher-order thinking in solving problems and optimizing the way to acquire knowledge, was employed in the study. As needed, the experimental group was taught using the CT teaching model following CT principal elements (data analysis, pattern recognition, abstraction, decomposition, and parallelization), while the control group followed the traditional teaching mode. Quantitative and qualitative data were obtained based on the pre-test-post-test, classroom observation, and questionnaire survey. The results show that the grammar application in short essay writing of all the members of the experimental group significantly improved and that higher grammar learning agency and engagement were unfolded to show the changes of thinking patterns. However, not all the members from the control group showed similar results. CT serves as an important social mediation tool in EFL teaching. This study further enriches the teaching modes of grammar and is an effective attempt at introducing CT into learners’ thinking patterns.
Published Version
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